EDC 102 Library Session #2 Professors Noonan & Niedbala Context Statement Project DISTRICT & SCHOOL You will use the DATA you gather in the library session and on your own to write a coherent narrative that includes the following information: -------------------------------------------------------------------------------------------------------------------------------------------- DISTRICT
Performance
Funding
Demographics
Accountability
Spending
Assessment
Be sure to ONLY include information on the DISTRICT in general in this section. Do NOT include information on the SCHOOL in this section. You may want to compare the information with the STATE information though. You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
DISTRICT SECTION GRADING CRITERIA
POINTS
Performance
2
Funding
2
Demographics
2
Accountability
2
Spending
2
Assessment
2
Grammar/Mechanics
4
Data Table
4
APA Citation of Sources
4
Overall Quality of Writing
6
Group Contribution & Feedback
10
40 points SCHOOL
Demographics
Facilities
Academic Performance
Special Programs
School Climate/Safety
Extracurricular Programs
You will choose ONE school in your district to focus on. You will decide if this school will be a primary or secondary school. Be sure to choose a school that has data that is available on the websites you are using. Be sure to ONLY include information on the SCHOOL in general in this section. You may want to compare the information with the DISTRICT information though. You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
SCHOOL SECTION GRADING CRITERIA
POINTS
Demographics
2
Facilities
2
Academic Performance
2
Special Programs
2
School Climate/Safety
2
Extracurricular Programs
2
Grammar/Mechanics
4
Data Table
4
APA Citation of Sources
4
Overall Quality of Writing
6
Group Contribution & Feedback
10
40 points GENERAL RUBRIC
A
•Writing is clear and concise. •Writing has logical organization with citations. •Topic elements are thoroughly identified and discussed. •Connections to data collected are comprehensive and accurate.
A- B+ B
•Writing is mostly clear and concise. •Writing has some minor organizational difficulties. •Most topic elements are thoroughly identified and discussed with citations. •Connections to data collect are mostly accurate.
B- C+ C
•Writing has some flaws in clarity or conciseness. •Organization of the writing is weak. •Several key elements are not identified. •Certain elements are inaccurately applied
Below C
•One or more of the four areas (clarity, organization, identification of elements, connection to data) are missing or seriously flawed.
Indicators: Student Achievement Definitions: NECAP Assessments The New England Common Assessment Program (NECAP) is administered annually to children in Rhode Island schools that receive public education funding, according to the following schedule:
Math - grades 3 through 8 and 11
Reading - grades 3 through 8 and 11
Writing - grades 5, 8 and 11
Science - grades 4, 8 and 11
SAT Exams
The College Board creates and administers the Scholastic Assessment Test (SAT), a college admission test that is not part of Rhode Island's assessment program. Students who so choose pay to take the test which examines in the areas of reading, writing and math. Most colleges require SAT scores as part of the application process. The College Board is a not-for-profit membership association of schools, colleges, universities, and other educational organizations.
AP Exams
The College Board created, administers, and scores Advanced Placement (AP) Exams to assess college-level learning in 37 subject areas. The College Board works with high schools to develop the curriculum for AP courses, which many schools offer, to prepare their students for the exams and for college.
Developmental Reading Assessment
The Developmental Reading Assessment (DRA) is required for accountability purposes in schools where the highest grade is first grade. These schools are also known as "early grade schools". Other schools use the test for their own purposes, but only "early grade schools" are required to administer and report the DRA, per the federal No Child Left Behind (NCLB) law. In 2008-09, only seven schools statewide were required to report DRA results for their kindergarten or first grade students. NECAP
NECAP Assessments
State
Your district
% Proficient Your school
2007-2008
2008-2009
2009-2010
3rd Grade Math
3rd Grade Reading
3rd Grade Math
4rd Grade Reading
5thGrade Math
5th Grade Reading
5th Grade Writing
6th Grade Math
6th Grade Reading
7th Grade Math
7th Grade Reading
8th Grade Math
8th Grade Reading
8th Grade Writing
8th Grade Science
11th Grade Math
11th Grade Reading
11th Grade Writing
11th Grade Science
Teaching Definitions:
Teachers with Emergency Certification
Individuals who do not qualify for full state certification may be granted an emergency certificate to teach in the public schools, upon written request of the Superintendent of Schools, when fully certified applicants are not available. The Superintendents must advertise for certified candidates in the statewide newspaper and must first contact local colleges and universities with educator-preparation programs.
Highly Qualified Teachers
The No Child Left behind Act introduced the term "Highly Qualified Teacher," and requires that all teachers of core academic subjects be highly qualified. To meet the federal definition a teacher must 1) have a Bachelor’s Degree, 2) hold full state certification and 3) demonstrate subject matter competency in the core academic subject(s) by having a major or its equivalent or by passing a rigorous content knowledge test.
Teacher-Student Ratio
The ratio of teachers to students is a simple calculation dividing the number of students in a school by the number of full-time equivalent (FTE) teachers.
Qualifications and Teacher-student Ratio
State
Your district
Your school 2009-2010
Teachers with Emergency Certification 2009
Teachers with Emergency Certification 2009
Teachers with Emergency Certification 2009
Families and communities Definitions:
Student Eligibility for Subsidized Lunch
Indicates the percentage of students from families whose income falls below federal guidelines (poverty or near-poverty) and are therefore eligible for free or reduced-price school lunch.
Students from Various Racial/Ethnic Backgrounds
African-American: A student having origins in any of the African-American racial groups, not including people of Hispanic origins. Asian: A student having origins in any of the original peoples of the Far East, Southeast Asia or the Pacific Islands, e.g., China, Japan, Korea, the Philippine Islands and Samoa. Hispanic: A student of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race. Native American: A student having origins in any of the original peoples of North America, including American Indians, Eskimos, and Aleuts. White: A student having origins in any of the original peoples of Europe, North Africa, the Middle East, or the Indian subcontinent.
Students Receiving ESL/Bilingual Education Services
Indicates the percentage of children receiving special English Language Services.
English as a Second Language
Students receive content area instruction solely in English while learning English as a second language.
Bilingual Education
Students receive instruction in both English and another language to support content-area learning while learning English as a second language.
Students Receiving Special Education Services
Indicates the percentage of children receiving any special-education services.
Self-contained
Percent of students in the school in being instructed by a special educator in a separate special-education setting, for more than half of the instructional day.
General Education with Supports
Percent of students instructed by a special educator for less than half of the instructional day, learning the rest of the time in a general-education setting.
Homebound/Hospitalized
Percent of students in the school/district who receive education services at home (because of medical reasons) or in a hospital setting.
Student Characteristics
State
Your district
Your school 2009-2010
Student eligibility for subsidized lunch
Students from Various Racial/Ethnic Backgrounds
Students Receiving ESL/Bilingual Education Services
Property Value per Student vs. Tax Rate on Owner-Occupied Property
X
X
X
Your district
Your school
EDC 102 Library Session #2 Professors Noonan & Niedbala Context Statement Project DISTRICT & SCHOOL You will use the DATA you gather in the library session and on your own to write a coherent narrative that includes the following information: -------------------------------------------------------------------------------------------------------------------------------------------- DISTRICT
Performance
Funding
Demographics
Accountability
Spending
Assessment
Be sure to ONLY include information on the DISTRICT in general in this section. Do NOT include information on the SCHOOL in this section. You may want to compare the information with the STATE information though. You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
DISTRICT SECTION GRADING CRITERIA
POINTS
Performance
2
Funding
2
Demographics
2
Accountability
2
Spending
2
Assessment
2
Grammar/Mechanics
4
Data Table
4
APA Citation of Sources
4
Overall Quality of Writing
6
Group Contribution & Feedback
10
40 points SCHOOL
Demographics
Facilities
Academic Performance
Special Programs
School Climate/Safety
Extracurricular Programs
You will choose ONE school in your district to focus on. You will decide if this school will be a primary or secondary school. Be sure to choose a school that has data that is available on the websites you are using. Be sure to ONLY include information on the SCHOOL in general in this section. You may want to compare the information with the DISTRICT information though. You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
SCHOOL SECTION GRADING CRITERIA
POINTS
Demographics
2
Facilities
2
Academic Performance
2
Special Programs
2
School Climate/Safety
2
Extracurricular Programs
2
Grammar/Mechanics
4
Data Table
4
APA Citation of Sources
4
Overall Quality of Writing
6
Group Contribution & Feedback
10
40 points GENERAL RUBRIC
A
•Writing is clear and concise. •Writing has logical organization with citations. •Topic elements are thoroughly identified and discussed. •Connections to data collected are comprehensive and accurate.
A- B+ B
•Writing is mostly clear and concise. •Writing has some minor organizational difficulties. •Most topic elements are thoroughly identified and discussed with citations. •Connections to data collect are mostly accurate.
B- C+ C
•Writing has some flaws in clarity or conciseness. •Organization of the writing is weak. •Several key elements are not identified. •Certain elements are inaccurately applied
Below C
•One or more of the four areas (clarity, organization, identification of elements, connection to data) are missing or seriously flawed.
Indicators: Student Achievement Definitions: NECAP Assessments The New England Common Assessment Program (NECAP) is administered annually to children in Rhode Island schools that receive public education funding, according to the following schedule:
Math - grades 3 through 8 and 11
Reading - grades 3 through 8 and 11
Writing - grades 5, 8 and 11
Science - grades 4, 8 and 11
SAT Exams
The College Board creates and administers the Scholastic Assessment Test (SAT), a college admission test that is not part of Rhode Island's assessment program. Students who so choose pay to take the test which examines in the areas of reading, writing and math. Most colleges require SAT scores as part of the application process. The College Board is a not-for-profit membership association of schools, colleges, universities, and other educational organizations.
AP Exams
The College Board created, administers, and scores Advanced Placement (AP) Exams to assess college-level learning in 37 subject areas. The College Board works with high schools to develop the curriculum for AP courses, which many schools offer, to prepare their students for the exams and for college.
Developmental Reading Assessment
The Developmental Reading Assessment (DRA) is required for accountability purposes in schools where the highest grade is first grade. These schools are also known as "early grade schools". Other schools use the test for their own purposes, but only "early grade schools" are required to administer and report the DRA, per the federal No Child Left Behind (NCLB) law. In 2008-09, only seven schools statewide were required to report DRA results for their kindergarten or first grade students. NECAP
NECAP Assessments
State
Your district
% Proficient Your school
2007-2008
2008-2009
2009-2010
3rd Grade Math
3rd Grade Reading
3rd Grade Math
4rd Grade Reading
5thGrade Math
5th Grade Reading
5th Grade Writing
6th Grade Math
6th Grade Reading
7th Grade Math
7th Grade Reading
8th Grade Math
8th Grade Reading
8th Grade Writing
8th Grade Science
11th Grade Math
11th Grade Reading
11th Grade Writing
11th Grade Science
Teaching Definitions:
Teachers with Emergency Certification
Individuals who do not qualify for full state certification may be granted an emergency certificate to teach in the public schools, upon written request of the Superintendent of Schools, when fully certified applicants are not available. The Superintendents must advertise for certified candidates in the statewide newspaper and must first contact local colleges and universities with educator-preparation programs.
Highly Qualified Teachers
The No Child Left behind Act introduced the term "Highly Qualified Teacher," and requires that all teachers of core academic subjects be highly qualified. To meet the federal definition a teacher must 1) have a Bachelor’s Degree, 2) hold full state certification and 3) demonstrate subject matter competency in the core academic subject(s) by having a major or its equivalent or by passing a rigorous content knowledge test.
Teacher-Student Ratio
The ratio of teachers to students is a simple calculation dividing the number of students in a school by the number of full-time equivalent (FTE) teachers.
Qualifications and Teacher-student Ratio
State
Your district
Your school 2009-2010
Teachers with Emergency Certification 2009
Teachers with Emergency Certification 2009
Teachers with Emergency Certification 2009
Families and communities Definitions:
Student Eligibility for Subsidized Lunch
Indicates the percentage of students from families whose income falls below federal guidelines (poverty or near-poverty) and are therefore eligible for free or reduced-price school lunch.
Students from Various Racial/Ethnic Backgrounds
African-American: A student having origins in any of the African-American racial groups, not including people of Hispanic origins. Asian: A student having origins in any of the original peoples of the Far East, Southeast Asia or the Pacific Islands, e.g., China, Japan, Korea, the Philippine Islands and Samoa. Hispanic: A student of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race. Native American: A student having origins in any of the original peoples of North America, including American Indians, Eskimos, and Aleuts. White: A student having origins in any of the original peoples of Europe, North Africa, the Middle East, or the Indian subcontinent.
Students Receiving ESL/Bilingual Education Services
Indicates the percentage of children receiving special English Language Services.
English as a Second Language
Students receive content area instruction solely in English while learning English as a second language.
Bilingual Education
Students receive instruction in both English and another language to support content-area learning while learning English as a second language.
Students Receiving Special Education Services
Indicates the percentage of children receiving any special-education services.
Self-contained
Percent of students in the school in being instructed by a special educator in a separate special-education setting, for more than half of the instructional day.
General Education with Supports
Percent of students instructed by a special educator for less than half of the instructional day, learning the rest of the time in a general-education setting.
Homebound/Hospitalized
Percent of students in the school/district who receive education services at home (because of medical reasons) or in a hospital setting.
Student Characteristics
State
Your district
Your school 2009-2010
Student eligibility for subsidized lunch
Students from Various Racial/Ethnic Backgrounds
Students Receiving ESL/Bilingual Education Services
Property Value per Student vs. Tax Rate on Owner-Occupied Property
X
X
X
Your district
Your school
EDC 102 Library Session #2 Professors Noonan & Niedbala Context Statement Project DISTRICT & SCHOOL You will use the DATA you gather in the library session and on your own to write a coherent narrative that includes the following information: -------------------------------------------------------------------------------------------------------------------------------------------- DISTRICT
Performance
Funding
Demographics
Accountability
Spending
Assessment
Be sure to ONLY include information on the DISTRICT in general in this section. Do NOT include information on the SCHOOL in this section. You may want to compare the information with the STATE information though. You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
DISTRICT SECTION GRADING CRITERIA
POINTS
Performance
2
Funding
2
Demographics
2
Accountability
2
Spending
2
Assessment
2
Grammar/Mechanics
4
Data Table
4
APA Citation of Sources
4
Overall Quality of Writing
6
Group Contribution & Feedback
10
40 points SCHOOL
Demographics
Facilities
Academic Performance
Special Programs
School Climate/Safety
Extracurricular Programs
You will choose ONE school in your district to focus on. You will decide if this school will be a primary or secondary school. Be sure to choose a school that has data that is available on the websites you are using. Be sure to ONLY include information on the SCHOOL in general in this section. You may want to compare the information with the DISTRICT information though. You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
SCHOOL SECTION GRADING CRITERIA
POINTS
Demographics
2
Facilities
2
Academic Performance
2
Special Programs
2
School Climate/Safety
2
Extracurricular Programs
2
Grammar/Mechanics
4
Data Table
4
APA Citation of Sources
4
Overall Quality of Writing
6
Group Contribution & Feedback
10
40 points GENERAL RUBRIC
A
•Writing is clear and concise. •Writing has logical organization with citations. •Topic elements are thoroughly identified and discussed. •Connections to data collected are comprehensive and accurate.
A- B+ B
•Writing is mostly clear and concise. •Writing has some minor organizational difficulties. •Most topic elements are thoroughly identified and discussed with citations. •Connections to data collect are mostly accurate.
B- C+ C
•Writing has some flaws in clarity or conciseness. •Organization of the writing is weak. •Several key elements are not identified. •Certain elements are inaccurately applied
Below C
•One or more of the four areas (clarity, organization, identification of elements, connection to data) are missing or seriously flawed.
Indicators: Student Achievement Definitions: NECAP Assessments The New England Common Assessment Program (NECAP) is administered annually to children in Rhode Island schools that receive public education funding, according to the following schedule:
Math - grades 3 through 8 and 11
Reading - grades 3 through 8 and 11
Writing - grades 5, 8 and 11
Science - grades 4, 8 and 11
SAT Exams
The College Board creates and administers the Scholastic Assessment Test (SAT), a college admission test that is not part of Rhode Island's assessment program. Students who so choose pay to take the test which examines in the areas of reading, writing and math. Most colleges require SAT scores as part of the application process. The College Board is a not-for-profit membership association of schools, colleges, universities, and other educational organizations.
AP Exams
The College Board created, administers, and scores Advanced Placement (AP) Exams to assess college-level learning in 37 subject areas. The College Board works with high schools to develop the curriculum for AP courses, which many schools offer, to prepare their students for the exams and for college.
Developmental Reading Assessment
The Developmental Reading Assessment (DRA) is required for accountability purposes in schools where the highest grade is first grade. These schools are also known as "early grade schools". Other schools use the test for their own purposes, but only "early grade schools" are required to administer and report the DRA, per the federal No Child Left Behind (NCLB) law. In 2008-09, only seven schools statewide were required to report DRA results for their kindergarten or first grade students. NECAP
NECAP Assessments
State
Your district
% Proficient Your school
2007-2008
2008-2009
2009-2010
3rd Grade Math
3rd Grade Reading
3rd Grade Math
4rd Grade Reading
5thGrade Math
5th Grade Reading
5th Grade Writing
6th Grade Math
6th Grade Reading
7th Grade Math
7th Grade Reading
8th Grade Math
8th Grade Reading
8th Grade Writing
8th Grade Science
11th Grade Math
11th Grade Reading
11th Grade Writing
11th Grade Science
Teaching Definitions:
Teachers with Emergency Certification
Individuals who do not qualify for full state certification may be granted an emergency certificate to teach in the public schools, upon written request of the Superintendent of Schools, when fully certified applicants are not available. The Superintendents must advertise for certified candidates in the statewide newspaper and must first contact local colleges and universities with educator-preparation programs.
Highly Qualified Teachers
The No Child Left behind Act introduced the term "Highly Qualified Teacher," and requires that all teachers of core academic subjects be highly qualified. To meet the federal definition a teacher must 1) have a Bachelor’s Degree, 2) hold full state certification and 3) demonstrate subject matter competency in the core academic subject(s) by having a major or its equivalent or by passing a rigorous content knowledge test.
Teacher-Student Ratio
The ratio of teachers to students is a simple calculation dividing the number of students in a school by the number of full-time equivalent (FTE) teachers.
Qualifications and Teacher-student Ratio
State
Your district
Your school 2009-2010
Teachers with Emergency Certification 2009
Teachers with Emergency Certification 2009
Teachers with Emergency Certification 2009
Families and communities Definitions:
Student Eligibility for Subsidized Lunch
Indicates the percentage of students from families whose income falls below federal guidelines (poverty or near-poverty) and are therefore eligible for free or reduced-price school lunch.
Students from Various Racial/Ethnic Backgrounds
African-American: A student having origins in any of the African-American racial groups, not including people of Hispanic origins. Asian: A student having origins in any of the original peoples of the Far East, Southeast Asia or the Pacific Islands, e.g., China, Japan, Korea, the Philippine Islands and Samoa. Hispanic: A student of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race. Native American: A student having origins in any of the original peoples of North America, including American Indians, Eskimos, and Aleuts. White: A student having origins in any of the original peoples of Europe, North Africa, the Middle East, or the Indian subcontinent.
Students Receiving ESL/Bilingual Education Services
Indicates the percentage of children receiving special English Language Services.
English as a Second Language
Students receive content area instruction solely in English while learning English as a second language.
Bilingual Education
Students receive instruction in both English and another language to support content-area learning while learning English as a second language.
Students Receiving Special Education Services
Indicates the percentage of children receiving any special-education services.
Self-contained
Percent of students in the school in being instructed by a special educator in a separate special-education setting, for more than half of the instructional day.
General Education with Supports
Percent of students instructed by a special educator for less than half of the instructional day, learning the rest of the time in a general-education setting.
Homebound/Hospitalized
Percent of students in the school/district who receive education services at home (because of medical reasons) or in a hospital setting.
Student Characteristics
State
Your district
Your school 2009-2010
Student eligibility for subsidized lunch
Students from Various Racial/Ethnic Backgrounds
Students Receiving ESL/Bilingual Education Services
Professors Noonan & Niedbala
Context Statement Project
DISTRICT & SCHOOL
You will use the DATA you gather in the library session and on your own to write a coherent narrative that includes the following information:
--------------------------------------------------------------------------------------------------------------------------------------------
DISTRICT
Be sure to ONLY include information on the DISTRICT in general in this section. Do NOT include information on the SCHOOL in this section. You may want to compare the information with the STATE information though.
You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
SCHOOL
You will choose ONE school in your district to focus on. You will decide if this school will be a primary or secondary school. Be sure to choose a school that has data that is available on the websites you are using. Be sure to ONLY include information on the SCHOOL in general in this section. You may want to compare the information with the DISTRICT information though.
You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
GENERAL RUBRIC
A
•Writing has logical organization with citations.
•Topic elements are thoroughly identified and discussed.
•Connections to data collected are comprehensive and accurate.
A- B+ B
•Writing has some minor organizational difficulties.
•Most topic elements are thoroughly identified and discussed with citations.
•Connections to data collect are mostly accurate.
B- C+ C
•Organization of the writing is weak.
•Several key elements are not identified.
•Certain elements are inaccurately applied
Below C
Part 2: State, District & School Data Collection
InfoWorks Live website at http://infoworks.ride.ri.gov/
InfoWorks Live Guide: http://infoworks.ride.ri.gov/about/intro-guide
Transforming Education in Rhode Island Strategic Plan 2010-2015:
Priorities:
1. Ensure Educator Excellence
Indicators:
Student Achievement
Definitions:
NECAP Assessments
The New England Common Assessment Program (NECAP) is administered annually to children in Rhode Island schools that receive public education funding, according to the following schedule:
SAT Exams
The College Board creates and administers the Scholastic Assessment Test (SAT), a college admission test that is not part of Rhode Island's assessment program. Students who so choose pay to take the test which examines in the areas of reading, writing and math. Most colleges require SAT scores as part of the application process. The College Board is a not-for-profit membership association of schools, colleges, universities, and other educational organizations.AP Exams
The College Board created, administers, and scores Advanced Placement (AP) Exams to assess college-level learning in 37 subject areas. The College Board works with high schools to develop the curriculum for AP courses, which many schools offer, to prepare their students for the exams and for college.Developmental Reading Assessment
The Developmental Reading Assessment (DRA) is required for accountability purposes in schools where the highest grade is first grade. These schools are also known as "early grade schools". Other schools use the test for their own purposes, but only "early grade schools" are required to administer and report the DRA, per the federal No Child Left Behind (NCLB) law. In 2008-09, only seven schools statewide were required to report DRA results for their kindergarten or first grade students.NECAP
Teaching
Definitions:
Teachers with Emergency Certification
Individuals who do not qualify for full state certification may be granted an emergency certificate to teach in the public schools, upon written request of the Superintendent of Schools, when fully certified applicants are not available. The Superintendents must advertise for certified candidates in the statewide newspaper and must first contact local colleges and universities with educator-preparation programs.Highly Qualified Teachers
The No Child Left behind Act introduced the term "Highly Qualified Teacher," and requires that all teachers of core academic subjects be highly qualified. To meet the federal definition a teacher must 1) have a Bachelor’s Degree, 2) hold full state certification and 3) demonstrate subject matter competency in the core academic subject(s) by having a major or its equivalent or by passing a rigorous content knowledge test.Teacher-Student Ratio
The ratio of teachers to students is a simple calculation dividing the number of students in a school by the number of full-time equivalent (FTE) teachers.2009-2010
Definitions:
Student Eligibility for Subsidized Lunch
Indicates the percentage of students from families whose income falls below federal guidelines (poverty or near-poverty) and are therefore eligible for free or reduced-price school lunch.Students from Various Racial/Ethnic Backgrounds
African-American: A student having origins in any of the African-American racial groups, not including people of Hispanic origins.Asian: A student having origins in any of the original peoples of the Far East, Southeast Asia or the Pacific Islands, e.g., China, Japan, Korea, the Philippine Islands and Samoa.
Hispanic: A student of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race.
Native American: A student having origins in any of the original peoples of North America, including American Indians, Eskimos, and Aleuts.
White: A student having origins in any of the original peoples of Europe, North Africa, the Middle East, or the Indian subcontinent.
Students Receiving ESL/Bilingual Education Services
Indicates the percentage of children receiving special English Language Services.English as a Second Language
Students receive content area instruction solely in English while learning English as a second language.Bilingual Education
Students receive instruction in both English and another language to support content-area learning while learning English as a second language.Students Receiving Special Education Services
Indicates the percentage of children receiving any special-education services.Self-contained
Percent of students in the school in being instructed by a special educator in a separate special-education setting, for more than half of the instructional day.General Education with Supports
Percent of students instructed by a special educator for less than half of the instructional day, learning the rest of the time in a general-education setting.Homebound/Hospitalized
Percent of students in the school/district who receive education services at home (because of medical reasons) or in a hospital setting.2009-2010
Safe and supportive schools
Definitions:
Go to http://infoworks.ride.ri.gov/safe-and-supportive/definitions-and-background
Definitions:
Go to http://infoworks.ride.ri.gov/funding-and-resources/definitions-and-background
Professors Noonan & Niedbala
Context Statement Project
DISTRICT & SCHOOL
You will use the DATA you gather in the library session and on your own to write a coherent narrative that includes the following information:
--------------------------------------------------------------------------------------------------------------------------------------------
DISTRICT
Be sure to ONLY include information on the DISTRICT in general in this section. Do NOT include information on the SCHOOL in this section. You may want to compare the information with the STATE information though.
You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
SCHOOL
You will choose ONE school in your district to focus on. You will decide if this school will be a primary or secondary school. Be sure to choose a school that has data that is available on the websites you are using. Be sure to ONLY include information on the SCHOOL in general in this section. You may want to compare the information with the DISTRICT information though.
You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
GENERAL RUBRIC
A
•Writing has logical organization with citations.
•Topic elements are thoroughly identified and discussed.
•Connections to data collected are comprehensive and accurate.
A- B+ B
•Writing has some minor organizational difficulties.
•Most topic elements are thoroughly identified and discussed with citations.
•Connections to data collect are mostly accurate.
B- C+ C
•Organization of the writing is weak.
•Several key elements are not identified.
•Certain elements are inaccurately applied
Below C
Part 2: State, District & School Data Collection
InfoWorks Live website at http://infoworks.ride.ri.gov/
InfoWorks Live Guide: http://infoworks.ride.ri.gov/about/intro-guide
Transforming Education in Rhode Island Strategic Plan 2010-2015:
Priorities:
1. Ensure Educator Excellence
Indicators:
Student Achievement
Definitions:
NECAP Assessments
The New England Common Assessment Program (NECAP) is administered annually to children in Rhode Island schools that receive public education funding, according to the following schedule:
SAT Exams
The College Board creates and administers the Scholastic Assessment Test (SAT), a college admission test that is not part of Rhode Island's assessment program. Students who so choose pay to take the test which examines in the areas of reading, writing and math. Most colleges require SAT scores as part of the application process. The College Board is a not-for-profit membership association of schools, colleges, universities, and other educational organizations.AP Exams
The College Board created, administers, and scores Advanced Placement (AP) Exams to assess college-level learning in 37 subject areas. The College Board works with high schools to develop the curriculum for AP courses, which many schools offer, to prepare their students for the exams and for college.Developmental Reading Assessment
The Developmental Reading Assessment (DRA) is required for accountability purposes in schools where the highest grade is first grade. These schools are also known as "early grade schools". Other schools use the test for their own purposes, but only "early grade schools" are required to administer and report the DRA, per the federal No Child Left Behind (NCLB) law. In 2008-09, only seven schools statewide were required to report DRA results for their kindergarten or first grade students.NECAP
Teaching
Definitions:
Teachers with Emergency Certification
Individuals who do not qualify for full state certification may be granted an emergency certificate to teach in the public schools, upon written request of the Superintendent of Schools, when fully certified applicants are not available. The Superintendents must advertise for certified candidates in the statewide newspaper and must first contact local colleges and universities with educator-preparation programs.Highly Qualified Teachers
The No Child Left behind Act introduced the term "Highly Qualified Teacher," and requires that all teachers of core academic subjects be highly qualified. To meet the federal definition a teacher must 1) have a Bachelor’s Degree, 2) hold full state certification and 3) demonstrate subject matter competency in the core academic subject(s) by having a major or its equivalent or by passing a rigorous content knowledge test.Teacher-Student Ratio
The ratio of teachers to students is a simple calculation dividing the number of students in a school by the number of full-time equivalent (FTE) teachers.2009-2010
Definitions:
Student Eligibility for Subsidized Lunch
Indicates the percentage of students from families whose income falls below federal guidelines (poverty or near-poverty) and are therefore eligible for free or reduced-price school lunch.Students from Various Racial/Ethnic Backgrounds
African-American: A student having origins in any of the African-American racial groups, not including people of Hispanic origins.Asian: A student having origins in any of the original peoples of the Far East, Southeast Asia or the Pacific Islands, e.g., China, Japan, Korea, the Philippine Islands and Samoa.
Hispanic: A student of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race.
Native American: A student having origins in any of the original peoples of North America, including American Indians, Eskimos, and Aleuts.
White: A student having origins in any of the original peoples of Europe, North Africa, the Middle East, or the Indian subcontinent.
Students Receiving ESL/Bilingual Education Services
Indicates the percentage of children receiving special English Language Services.English as a Second Language
Students receive content area instruction solely in English while learning English as a second language.Bilingual Education
Students receive instruction in both English and another language to support content-area learning while learning English as a second language.Students Receiving Special Education Services
Indicates the percentage of children receiving any special-education services.Self-contained
Percent of students in the school in being instructed by a special educator in a separate special-education setting, for more than half of the instructional day.General Education with Supports
Percent of students instructed by a special educator for less than half of the instructional day, learning the rest of the time in a general-education setting.Homebound/Hospitalized
Percent of students in the school/district who receive education services at home (because of medical reasons) or in a hospital setting.2009-2010
Safe and supportive schools
Definitions:
Go to http://infoworks.ride.ri.gov/safe-and-supportive/definitions-and-background
Definitions:
Go to http://infoworks.ride.ri.gov/funding-and-resources/definitions-and-background
Professors Noonan & Niedbala
Context Statement Project
DISTRICT & SCHOOL
You will use the DATA you gather in the library session and on your own to write a coherent narrative that includes the following information:
--------------------------------------------------------------------------------------------------------------------------------------------
DISTRICT
Be sure to ONLY include information on the DISTRICT in general in this section. Do NOT include information on the SCHOOL in this section. You may want to compare the information with the STATE information though.
You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
SCHOOL
You will choose ONE school in your district to focus on. You will decide if this school will be a primary or secondary school. Be sure to choose a school that has data that is available on the websites you are using. Be sure to ONLY include information on the SCHOOL in general in this section. You may want to compare the information with the DISTRICT information though.
You will be graded on including the above bullets in your narrative, how well your narrative is written, as well as whether you include a data table in your section summarizing the information in numerical form.
GENERAL RUBRIC
A
•Writing has logical organization with citations.
•Topic elements are thoroughly identified and discussed.
•Connections to data collected are comprehensive and accurate.
A- B+ B
•Writing has some minor organizational difficulties.
•Most topic elements are thoroughly identified and discussed with citations.
•Connections to data collect are mostly accurate.
B- C+ C
•Organization of the writing is weak.
•Several key elements are not identified.
•Certain elements are inaccurately applied
Below C
Part 2: State, District & School Data Collection
InfoWorks Live website at http://infoworks.ride.ri.gov/
InfoWorks Live Guide: http://infoworks.ride.ri.gov/about/intro-guide
Transforming Education in Rhode Island Strategic Plan 2010-2015:
Priorities:
1. Ensure Educator Excellence
Indicators:
Student Achievement
Definitions:
NECAP Assessments
The New England Common Assessment Program (NECAP) is administered annually to children in Rhode Island schools that receive public education funding, according to the following schedule:
SAT Exams
The College Board creates and administers the Scholastic Assessment Test (SAT), a college admission test that is not part of Rhode Island's assessment program. Students who so choose pay to take the test which examines in the areas of reading, writing and math. Most colleges require SAT scores as part of the application process. The College Board is a not-for-profit membership association of schools, colleges, universities, and other educational organizations.AP Exams
The College Board created, administers, and scores Advanced Placement (AP) Exams to assess college-level learning in 37 subject areas. The College Board works with high schools to develop the curriculum for AP courses, which many schools offer, to prepare their students for the exams and for college.Developmental Reading Assessment
The Developmental Reading Assessment (DRA) is required for accountability purposes in schools where the highest grade is first grade. These schools are also known as "early grade schools". Other schools use the test for their own purposes, but only "early grade schools" are required to administer and report the DRA, per the federal No Child Left Behind (NCLB) law. In 2008-09, only seven schools statewide were required to report DRA results for their kindergarten or first grade students.NECAP
Teaching
Definitions:
Teachers with Emergency Certification
Individuals who do not qualify for full state certification may be granted an emergency certificate to teach in the public schools, upon written request of the Superintendent of Schools, when fully certified applicants are not available. The Superintendents must advertise for certified candidates in the statewide newspaper and must first contact local colleges and universities with educator-preparation programs.Highly Qualified Teachers
The No Child Left behind Act introduced the term "Highly Qualified Teacher," and requires that all teachers of core academic subjects be highly qualified. To meet the federal definition a teacher must 1) have a Bachelor’s Degree, 2) hold full state certification and 3) demonstrate subject matter competency in the core academic subject(s) by having a major or its equivalent or by passing a rigorous content knowledge test.Teacher-Student Ratio
The ratio of teachers to students is a simple calculation dividing the number of students in a school by the number of full-time equivalent (FTE) teachers.2009-2010
Definitions:
Student Eligibility for Subsidized Lunch
Indicates the percentage of students from families whose income falls below federal guidelines (poverty or near-poverty) and are therefore eligible for free or reduced-price school lunch.Students from Various Racial/Ethnic Backgrounds
African-American: A student having origins in any of the African-American racial groups, not including people of Hispanic origins.Asian: A student having origins in any of the original peoples of the Far East, Southeast Asia or the Pacific Islands, e.g., China, Japan, Korea, the Philippine Islands and Samoa.
Hispanic: A student of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race.
Native American: A student having origins in any of the original peoples of North America, including American Indians, Eskimos, and Aleuts.
White: A student having origins in any of the original peoples of Europe, North Africa, the Middle East, or the Indian subcontinent.
Students Receiving ESL/Bilingual Education Services
Indicates the percentage of children receiving special English Language Services.English as a Second Language
Students receive content area instruction solely in English while learning English as a second language.Bilingual Education
Students receive instruction in both English and another language to support content-area learning while learning English as a second language.Students Receiving Special Education Services
Indicates the percentage of children receiving any special-education services.Self-contained
Percent of students in the school in being instructed by a special educator in a separate special-education setting, for more than half of the instructional day.General Education with Supports
Percent of students instructed by a special educator for less than half of the instructional day, learning the rest of the time in a general-education setting.Homebound/Hospitalized
Percent of students in the school/district who receive education services at home (because of medical reasons) or in a hospital setting.2009-2010
Safe and supportive schools
Definitions:
Go to http://infoworks.ride.ri.gov/safe-and-supportive/definitions-and-background
Definitions:
Go to http://infoworks.ride.ri.gov/funding-and-resources/definitions-and-background